{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T18:05:32Z","timestamp":1791309932239,"version":"4.3.1"},"reference-count":29,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2012,8,30]],"date-time":"2012-08-30T00:00:00Z","timestamp":1346284800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J of Applied Econometrics"],"published-print":{"date-parts":[[2014,1]]},"abstract":"<jats:title>SUMMARY<\/jats:title><jats:p>We provide the first empirical application of a new approach proposed by Lee (<jats:italic>Journal of Econometrics<\/jats:italic> 2007; <jats:bold>140<\/jats:bold>(2), 333\u2013374) to estimate peer effects in a linear\u2010in\u2010means model when individuals interact in groups. Assumingsufficient group size variation, this approach allows to control for correlated effects at the group level and to solve the simultaneity (reflection) problem. We clarify the intuition behind identification of peer effects in the model. We investigate peer effects in student achievement in French, Science, Mathematics and History in secondary schools in the Province of Qu\u00e9bec (Canada). We estimate the model using conditional maximum likelihood and instrumental variables methods. We find some evidence of peer effects. The endogenous peer effect is large and significant in Mathematics but imprecisely estimated in the other subjects. Some contextual peer effects are also significant. In particular, for most subjects, the average age of peers has a negative effect on own test score. Using calibrated Monte Carlo simulations, we find that high dispersion in group sizes helps with potential issues of weak identification. Copyright \u00a9 2012 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/jae.2299","type":"journal-article","created":{"date-parts":[[2012,8,30]],"date-time":"2012-08-30T03:02:46Z","timestamp":1346295766000},"page":"91-109","source":"Crossref","is-referenced-by-count":84,"title":["DO PEERS AFFECT STUDENT ACHIEVEMENT? EVIDENCE FROM CANADA USING GROUP SIZE VARIATION"],"prefix":"10.1002","volume":"29","author":[{"given":"Vincent","family":"Boucher","sequence":"first","affiliation":[{"name":"CIREQ and Department of Economics Universit\u00e9 de Montr\u00e9al  Montr\u00e9al Qu\u00e9bec Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yann","family":"Bramoull\u00e9","sequence":"additional","affiliation":[{"name":"CIRP\u00c9E and Department of Economics Universit\u00e9 Laval  Qu\u00e9bec Canada; AMSE, Aix\u2010Marseille, France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Habiba","family":"Djebbari","sequence":"additional","affiliation":[{"name":"CIRP\u00c9E and Department of Economics Universit\u00e9 Laval  Qu\u00e9bec Canada; AMSE, Aix\u2010Marseille, France; IZA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bernard","family":"Fortin","sequence":"additional","affiliation":[{"name":"CIRP\u00c9E and Department of Economics Universit\u00e9 Laval  Qu\u00e9bec Canada; CIRANO and IZA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2012,8,30]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1086\/603650"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1257\/0002828043052169"},{"key":"e_1_2_10_4_1","unstructured":"BettsJR ZauA.2004.Peer groups and academic achievement: panel evidence from administrative data. 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Working paper no. 7867 National Bureau of Economic Research Cambridge MA.","DOI":"10.3386\/w7867"},{"key":"e_1_2_10_17_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jue.2006.07.006"},{"key":"e_1_2_10_18_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1007707430416"},{"key":"e_1_2_10_19_1","doi-asserted-by":"publisher","DOI":"10.1111\/1468-0297.00098"},{"key":"e_1_2_10_20_1","doi-asserted-by":"publisher","DOI":"10.1162\/00335530152466232"},{"key":"e_1_2_10_21_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jeconom.2006.07.001"},{"key":"e_1_2_10_22_1","doi-asserted-by":"publisher","DOI":"10.1086\/653506"},{"key":"e_1_2_10_23_1","doi-asserted-by":"publisher","DOI":"10.2307\/2298123"},{"key":"e_1_2_10_24_1","doi-asserted-by":"publisher","DOI":"10.7551\/mitpress\/6294.003.0005"},{"key":"e_1_2_10_25_1","unstructured":"Qu\u00e9bec Government.2001.PISA 2000: The Performance of Canadian Youth in Reading Mathematics and Science. Results for Qu\u00e9bec Students Aged 15. 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